308 JOSEPH N. CRESS AND JAMES P. O’DONNELL

to a dominant-culture institution, the school. The popularity ratings further suggest that his failure to achieve a high degree of acculturation was associated with lower popularity among both full- and mixed-blood peers. The data do not indicate the extent to which these findings may be generalized beyond the school situation. A t any rate, the educational process appears to afford few success experiences for full-blood males. It is important, therefore, that teachers of American Indian youth be sensitive to Indianness differences among their students.

In the light of these results, it appears that, with the exception of full-blood males, the longer American Indians remain in school the more they adopt the middle- class value of achievement and the less they engage in behaviors that are viewed by their teachers as troublesome. For the most part, then, education seems to facilitate acculturation.

REFERENCES BOWER, E. M. Early identification of emotionally handicapped children i n school. Springfield, Ill.:

BRYDE, J. F. The Sioux Indian student: a study of scholastic failure and persmality c q q i c t . Pine

COOPERSMITH, S. The antecedents of self-esteem. San Francisco: Freeman, 1967. KELLY, F. J., BEGGS, D. L., & MCNEIL, K. A. Research design i n the behavioral sciences: multiple

QUAY, H. C., & PETERSON, D. It. Manual for the behavior problem checklist. Unpublished maiiu-

SASLOW, H. L., & HARROVER, M. J. Research on psychosocial adjustment of Indian Youth. Amer-

Charles C. Thomas, 1960.

Ridge, S. D.: Author, 1966.

regression approach. Carbondale, Ill. : Southern Illinois University Press, 1969.

script, University of Illinois, 1967.

ican Journal of Psychiatry, 1968, 166, 120-127.

THE VALIDITY OF ITPA COMPOSITE PSYCHOLINGUISTIC AGE

AND PSYCHOLINGUISTIC QUOTIENT SCORES EDWARD BURNS AND SALLY SCHAAF

Ohio University

PROBLEM In addition to much-emphasized subtest profiles, the 1968 revision of the Illinois

Test of Psycholinguistic Abilities (ITPA) (Kirk, McCarthy & Kirk, 1968) provides several general indices, among which are composite psycholinguistic age (PLA) , psycholinguistic quotient (PLQ) and composite scaled scores. Tables for this last index, derived from total ITPA raw scores, are presented in Paraskevopoulos &. Kirk (1969). The purpose of the present paper was to assess the validity of these indices tbrough the use of Stanford-Binet (Terman & Merrill, 1960) MA and I& scores. Available information indicates a substantial relation between ITPA PLQ and Stanford-Binet I&. Huizinga (1973) found a correlation of .90 between these indices for a group of 100 6-year-old children. Paraskevopoulos and Kirk (1969) reported correlations between IPTA PLQ and Stanford-Binet IQ of .62 (N = 105, CArange = 2.7-3.1 years), .67 (N = 114, CArange = 3.7-4.1 years), and .54 (N = 113, CA,,, = 4.7-5.1 years) for the preschool normative group (only children with Stanford-Binet IQs between 84 and 116 were evaluated).

THE VALIDITY OF ITPA COMPOSITE PSYCHOLINGUISTIC AGE 309

METHOD Subjects

Sixty children, 31 males and 29 females, were used in the present study. All children, the majority of whom were from low-income families, were selected from eight preschool classes in southeastern Ohio. The age range of this group (an age range comparable to the normative preschool group) was 2.7 to 5.1 years (X = 4.2 years, SD = .73).

PToceduTe

The testing was conducted over a 5-month period by five persons experienced in the administration of the ITPA or the Stanford-Binet. Each child received the ITPA and Stanford-Binet (scheduling precluded a complete counterbalanced order of administration) by different examiners on separate occasions with an interval of approximately 7 to 14 days between each test.

RESULTS AND DISCUSSION Overall, the correlations between ITPA and Stanford-Binet indices were

quite high. The zero-order correlation between ITPA PLA (X = 4.12, SD = .93) and Stanford-Binet MA (x = 4.34, SD = .79) was 2384 (partial T = 2332 with CA held constant). The zero-order correlation between ITPA PLQ (X = 99.2, SD = 20.4) and Stanford-Binet IQ (X = 104.5, SD = 15.8) was .895. Similarly, the zero-order correlation between ITPA composite scaled scores (X = 36.3, SD = 10.5) and Stanford-Binet I& scores was .889.

Several problems arise with regard to the interpretation of ITPA PLQ and composite scaled scores. PLQ, which is a ratio quotient, provides no security that scores for different age levels are comparable. Composite scaled scores, though similar in function to a deviation intelligence quotient, should be used with added caution. These scores have reference to an intellectually homogeneous sample, As a result, they cannot be interpreted as an I&-type index that has as a reference group an intellectually varied sample ( i e . , a sample of the general population).

With respect to the estimation of mental ability, PLA appears to be an educa- tionally meaningful index. However, the use of estimated Stanford-Binet MAS (X = 4.23, SD = .94) is discouraged. This index is essentially a replication of PLA, although it provides estimated Stanford-Binet MAS 1 to 2 months higher than PLAs for younger children, and its use seems redundant.

Department of Curriculum and Instruction Ohio University Athens, Ohio 45701

REFERENCES HUIZINQA, R. Relationship of the ITPA to the Stanford-Binet Form L-M and the WISC. Juu)-nal

KIRK, S., MCCARTHY, J., & KIRK, w. Examiner’s manual: Illinois Test of Psycholinguistic Abilities.

PARASKEVOPOULOS, J., & KIRK, S. Development and psychometric characteristics of the Revised Illinois

TERM AN, L., & MERRILL, M. Stanford-Binet Intelligence Scale. Boston: Houghton Mifflin, 1960.

of Learning Disabilities, 1973, 6, 451-456.

Urbana, Ill.: University of Illinois Press, 1968.

Test of Psycholinguistic A bilities. Urbana, Ill. : University of Illinois Press, 1969.